A Research for the Formation of Basic Concepts in Physics

物理学基本概念形成的研究

• 批准号: 05680163
• 负责人: NAKAGAWA Seiichi
• 金额: $ 1.15万
• 依托单位: Okayama University of Science
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1994
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05680163/
• 关键词: the law of motion; conceptual understanding; dynamical concept; varying momentum; creativity education; Internet; virtual-classroom; science education; インターネットワーク; 創造的思考

In the fiscal 1993 year, we made an inquiry for our freshmen what the actual condition of the physics classes had been in their upper secondary school days. Getting into college, fewer students seemed to look back themselves on the past with satisfaction of mastering dynamics. Althogh each of the themes treated in the school, e.g., "balance of power", motion of object", and "the law of motion", meant the pursuit of truth, the actual situation turned out to be far from being ideal. Fundamentally, devising various methods of education arouses a great interst of the student. We had reported in 1994 that conceptual understanding requires in advance somewhat qualitative consideration, which enables the students to grasp the whole concept in minute detail after all. Based on this knowledge, we prepared a couple of new classes to bring out the best ability to understand the physics concept - varying momentum. Account was also taken of all preconceptions held by the students at the very beginn … More ing of each lesson. The experiment for 10th grade students made it clear that a chain of experience of individual consideration about basic concepts is indispensable in the present field of education. That is to say, these high school students could only arrive at the right concept finally through the whole scientific program including the observation of much interesting topics on, i.e., the acceleration of gravity or weight, inelastic collision phenomena, the second law of motion, and so on, This educational program was just the process that appeals to the students to realize a strong relationship between momentum and force. As they had not learned momentum at this stage of the course yet, we called not a product but a simple set of mass and velocity a momentum for the time being. We investigated what motivates the students to analyze this relationship themselves in detail. On the other hand, we made up the so-called virtual classroom information system for our program in 1995. Thanks to the proper arrangement of multi-media system, i.e., the Internet network, the student can easily ask teacher's advice immediately as he sit in the classroom or even in his living room. The system will be used to promote the pursuit of truth for students and to evaluate thier creativity for our ends of research. A creativity examination of the standard form was carried out at our model school, too. One of the data was analyzed and reported as part of our educational program. Less

1993财年，我们对新生进行了调查，了解他们高中时期物理课的实际情况。进入大学后，似乎很少有学生回顾过去并满足于掌握动态。虽然学校里讲的每一个主题，例如“力的平衡”、“物体的运动”、“运动规律”，都意味着追求真理，但实际情况却远非理想。从根本上来说，设计各种教育方法会引起学生的极大兴趣。我们在1994年曾报道过，概念理解需要事先进行一定的定性考虑，这使学生能够在细节上掌握整个概念。 基于这些知识，我们准备了几个新课程，以培养理解物理概念（变化动量）的最佳能力。还考虑了学生在每节课开始时持有的所有先入之见。十年级学生的实验清楚地表明，在当前的教育领域中，对基本概念进行个体思考的一系列经验是必不可少的。也就是说，这些高中生只有通过整个科学计划，包括 观察许多有趣的话题，例如重力或重量的加速度、非弹性碰撞现象、第二运动定律等等，这个教育计划正是吸引学生认识到动量和力之间的紧密关系的过程。由于他们在课程的这个阶段还没有学习动量，因此我们暂时不将产品称为动量，而是将一组简单的质量和速度称为动量。我们调查了是什么促使学生分析这一点 详细关系自己。另一方面，我们在1995年为我们的项目制作了所谓的虚拟教室信息系统。由于多媒体系统（即互联网）的适当布置，学生坐在教室甚至客厅里就可以轻松地立即向老师寻求建议。该系统将用于促进学生对真理的追求，并评估他们的创造力以实现我们的研究目的。我们对标准表格的创造力进行了检查 模范学校也是。作为我们教育计划的一部分，对其中一项数据进行了分析和报告。少

项目成果

Kenji YAMAMOTO,Tutomu KARINO,Kazuya MIYAGAWA Sei-ichi NAKAGAWA,Koh UTUNOMIYA: "A Research for Formation of Concepts of Physical Quantities among Senior High School Students." The 17th Conference on Japan Society for Science Education. 217-218 (1993)

Kenji YAMAMOTO、Tutomu KARINO、Kazuya MIYAGAWA Sei-ichi NAKAGAWA、Koh UTUNOMIYA：“高中生物理量概念形成的研究”。

Kenji YAMAMOTO,Sei-ichi NAKAGAWA,Tutomu KARINO Koh UTUNOMIYA,Kazuya MIYAGAWA,Norio ISHIZAKI: "A Research for the Formation of Basic Concepts in Physics" The 18th Conference on Japan Society for Science Education. 229-230 (1994)

Kenji YAMAMOTO、Sei-ichi NAKAGAWA、Tutomu KARINO Koh UTUNOMIYA、Kazuya MIYAGAWA、Norio ISHIZAKI：“物理学基本概念形成的研究”第 18 届日本科学教育学会会议。

中川晋一,中川生一,梶浦文夫,山田克式,桜川貴司,木村美恵子: "中等・高等科学領域におけるインターネットの応用〜インターネットにおける仮想教室実現に関する検討〜" jus UNIX シンポジウム論文集. 第24. 99-108 (1994)

Shinichi Nakakawa、Seiichi Nakakawa、Fumio Kajiura、Katsushiki Yamada、Takashi Sakurakawa、Mieko Kimura：“互联网在中学和高等科学领域的应用 - 在互联网上实现虚拟教室的研究”JUS UNIX 研讨会论文集。 108 (1994)

Shin-ichi NAKAGAWA,Sei-chi NAKAGAWA,Fumio KAJIURA Katunori YAMAOKA,Takasi SAKURAGAWA,Mieko KIMURA: ""Virtual Classroom on the Internet" Idea and the Model in Middle and Higher Education" Proceedings of the 24th jus UNIX Symposium. 99-108 (1994)

Shin-ichi NAKAGAWA、Sei-chi NAKAGAWA、Fumio KAJIURA Katunori YAMAOKA、Takasi SAKURAGAWA、Mieko KIMURA：““互联网虚拟课堂”理念与中高等教育模式”第 24 届 jus UNIX 研讨会论文集。

山本健治、狩野 勉、宮川和也、中川生一: "“明日の物理好き"を育てるのは“今日の物理好き"" 日本科学教育学会 科学教育研究. 17-2. 84-90 (1993)

Kenji Yamamoto、Tsutomu Kano、Kazuya Miyakawa、Seiichi Nakakawa：“培养明天的物理爱好者就是今天的物理爱好者。”日本科学教育学会科学教育研究 17-2（1993）。